普林斯顿代写Essay:感情因素

2017-10-02 23:23

关于ESL大学生同伴反馈的情感因素，张艺谋（1995）明确表示，在美国一所大学就读的81名ESL学生中，有75%人实际上更喜欢教师提供的反馈，而不是同龄人提供的反馈。研究结果与罗伊·尼尔森和卡森（1998）的研究结果一致，他们的ESL学生表示他们倾向于喜欢老师的反馈而不是同龄人的反馈。此外，文化差异被认为影响同伴响应在同行评审会议特别是中国学生的一些参与者的目标主要是保持良好的和谐，避免提供撒尿的关键节点响应。然而，另一项研究实际上反驳了罗伊·尼尔森和卡森（1998）关于中国群体对同伴反应感知的研究结果。因此，期刊论文]-世界华人消化（1999）谁研究中国英语学习者的看法，同行的响应。大学系的中国学生实际上报告了他们的开放性，参与了同侪回应，并表示这种方法有助于他们的ESL语言学习。因此，参与者普遍感知到的同伴反馈是有用的。然而，只有5%的参与者没有享受安排协同学习。因此，许多研究发现相互矛盾的结果，报告结果反映，由于学生的文化图式对等的反应是有问题的不一致，他们回顾他们的同龄人的能力；工作态度和他们对同伴的反应。然而，胡（2005）指出，这些问题并不是同侪回应所固有的，因为研究文献指出，精心设计的同侪回应训练，有助于二语写作学生，以及他们的教师能了解同侪回应的好处。
普林斯顿代写Essay:感情因素
As for the affective factor of peer feedback of ESL university students, Zhang (1995) made it clear the majority of his 81 ESL students (75%) who were enrolled at a university in USA actually favored feedback provided by teachers as opposed to feedback provided by peers.. The findings coincide with Nelson and Carson (1998) whose ESL college students expressed their tendency to favor teachers’ feedback rather than their peers’ feedback. Moreover, cultural differences were perceived to negatively affect peer response as some of the participants’ goal in peer review sessions particularly Chinese students was mainly maintaining good harmony by refraining from providing their pees with critical peer response. However, another study actually contradicted Nelson and Carson’s (1998) findings concerning the Chinese group’s perception of peer response. Hence, Roskams (1999) who examined Chinese EFL learners’ perceptions toward peer response. The university –bound Chinese students actually reported their openness to engage in peer response and expressed that this approach could be beneficial to their ESL language learning. Hence, participants generally perceived peer feedback as useful. However, only 5 % of participants did not enjoy the collaborative learning arrangement.Therefore, many studies revealed conflicting results which reported inconsistency in findings which reflected that peer response is problematic due to students’ cultural schemata, their ability to review their peers; work and their attitudes towards peer response. However, Hu (2005) indicates that these problems are not inherent in peer response as research literature suggests that carefully designed training in peer response can help assist L2 writing students as well as their teachers gain understanding of the benefits of peer response

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